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There is growing evidence that good community forest (CF) governance is a significant determinant of CF success. We examined the state of CF governance in Cameroon by applying a set of good governance principles to 36 case studies. Key good governance principles applied included accountability, equity, participation, representation, direction, and performance. The results revealed that the state of CF governance was relatively poor, with 78% of case studies not meeting standards for all the principles. Evidence suggests that all case studies did not meet standards for accountability and equity, while more than 70% of the case studies did not meet standards for participation, direction, and performance. Positive governance outcomes included increased CF employment; contribution to social investments like roofing of houses, provision of water, health, and training; improved community participation in sustainable management of forests; improved awareness of environmental protection and sustainable exploitation practices; and enabling fair representation of and empowerment of indigenous minorities such as the Baka, resulting in the creation of a Baka-led CF. The presence of economic activities that generate direct benefits, the extent of technical support, and influential and supportive elites emerged as key drivers of positive outcomes in CF governance. These suggest that deploying incentives targeted at catalyzing enterprise development such as favorable loans, tax and financial support conditions, reinforced focused technical and institutional support including capacity building, and awards for supportive and innovative elites could go a long way to improve CF governance in Cameroon.

Inclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive practices in Portugal are scarce. Therefore, the purpose of this study was to determine the relationship between teachers’ inclusive practices and personal and career-based characteristics, including gender, level of teaching, years of experience, roles performed at school, and perception of inclusive resources. The participants were 924 teachers who worked in private and public schools in Portugal. Regression analysis showed that perceived inclusive resources, level of teaching, and gender predicted variance in inclusive practices. Mean difference analyses revealed that teachers at the lower levels of teaching, females, and teachers reporting more inclusive resources had the highest scores for inclusive practices. These findings are discussed in terms of their practical relevance for inclusive school systems.

There are many barriers to fieldwork including cost, time, and physical ability. Unfortunately, these barriers disproportionately affect minority communities and create a disparity in access to fieldwork in the natural sciences. Travel restrictions, concerns about our carbon footprint, and the global lockdown have extended this barrier to fieldwork across the community and led to increased anxiety about gaps in productivity, especially among graduate students and early‐career researchers. In this paper, we discuss agent‐based modeling as an open‐source, accessible, and inclusive resource to substitute for lost fieldwork during COVID‐19 and for future scenarios of travel restrictions such as climate change and economic downturn. We describe the benefits of Agent‐Based models as a teaching and training resource for students across education levels. We discuss how and why educators and research scientists can implement them with examples from the literature on how agent‐based models can be applied broadly across life science research. We aim to amplify awareness and adoption of this technique to broaden the diversity and size of the agent‐based modeling community in ecology and evolutionary research. Finally, we discuss the challenges facing agent‐based modeling and discuss how quantitative ecology can work in tandem with traditional field ecology to improve both methods. The COVID‐19 global lockdown may be an early harbinger for future disruptions to fieldwork under climate change scenarios. Agent‐Based models are a powerful and accessible way to surrogate lost field seasons to continue these projects or begin new ones. This innovative method is improving constantly and is an excellent tool for teaching and research in natural science.

Inclusive internal resources moderate teachers’ mental health and predict teachers’ inclusive practices. Therefore, it is important to enhance inclusive internal resources during the beginning of initial teaching experiences. Applying the job demands–resources (JD-R) theory to explain strain and the theory of planned behavior to elucidate behavior, it can be assumed that teachers’ inclusive resources lead to a reduction in negative strain, an increase in positive strain and efficient (intended) inclusive practices as occupational outcomes. However, there is a lack of scientific evidence to support this assumption among pre-service teachers. To ensure that student teachers had teaching experiences in inclusive settings, the present study was conducted after pre-service teachers’ final teaching practicum in the university phase of teacher education. A total of 294 pre-service elementary school teachers from one university in Germany participated. Structural equation models suggested that inclusive self-efficacy expectations and attitudes towards inclusion predicted students intended inclusive practices, but so did professional engagement as a positive strain. While professional engagement only correlated with inclusive self-efficacy expectations, the self-perceived stress intensity of a challenging student as negative strain negatively correlated with inclusive self-efficacy expectations and personal resistance.

Higher education institutions around the world have a responsibility to diversify their course content. This is an important consideration to ensure that students are prepared to serve a diverse population once they graduate, however, a lack of diversity representation in medical school curricula in particular, is reported in the literature. A paucity of reliable resources to support creating more inclusive content is also reported. This study developed and validated a diversity measurement instrument, designed to look at representation in the areas of gender, religion, age, disability, ethnicity/race, sexuality, and socio-economic status. Early prototypes were sent to experts for validity testing and using their feedback, improvements and iterations were made to the instrument until the final instrument was agreed: the GRADES10©. The instrument was then applied to a variety of medical education resources to test for rater-reliability. An accompanying user guide was developed to support users with the application of the GRADES10© in practice. Face validity was conducted by 10 experts on several iterations of the instrument from the early prototype (GRADESs7), until the final agreed GRADES10©. Rater-reliability was calculated by intraclass correlation coefficient (ICC) and Cronbach's Alpha measure of internal consistency. The GRADES10© instrument was shown to have an ICC of 0.83% (SD 0.725-0.907) = < .0001, and Cronbach's Alpha of 0.97. Overall, this study has shown that the validated GRADES10© instrument is able to measure diversity in medical teaching resources reliably. The GRADES10© has the potential to contribute to creating a more inclusive learning environment by allowing its users to apply a diversity metric to their educational materials, to identify gaps and areas for improvement. If applied by medical schools and organisations offering continuing medical education courses in future, the GRADES10© may impact the grassroots of medical education diversification, which may have a beneficial effect on medical student and doctors' attitudes, experiences and ultimately on patient care.

Bringing social and cultural dimensions into environmental flows (eflows) is critical for sustainable river management, yet structured methods for this process are lacking. We tested the efficacy of a Driver-Pressure-State-Impact-Response (DPSIR) framework, quantified with Fuzzy Cognitive Mapping (FCM), to bridge ecological processes and social-cultural-spiritual values for the regulated Wolastoq | Saint John River | fleuve Saint-Jean, a large transboundary watershed in Maritime Canada. We integrated data from expert-led workshops, which produced 69 refined flow-ecology hypotheses, and a public survey on social-cultural-spiritual connections to the river. The resulting semi-quantitative model revealed a complex network of 39 social-ecological nodes with 941 positive and negative connections and provided a visual map of these connections. Network analysis identified flow variability (an environmental stressor) and peace + tranquility (a social-cultural-spiritual state) as the most significant nodes within the map, acting as critical bridges between the environmental and human domains. The framework explicitly linked physical processes and flow management actions, like hydropeaking, to tangible impacts on ecosystem health (e.g., water quality and biodiversity), recreational access, and community well-being, while also highlighting a potential feedback loop where a sense of peace also promotes environmental stewardship. Our findings demonstrate that the DPSIR-FCM approach is a powerful tool for creating a holistic, transparent, and socially defensible foundation for eflows management. It translates complex social-ecological interactions into an actionable decision-support tool that prioritizes management decisions that promote inclusive, evidence-based water governance.

All new employees experience organizational socialization when they enter a company. Effective organizational socialization is crucial in shaping an enterprise's competitiveness and helping new employees to achieve better performance. This study explored the effect of inclusive human resource management practices (HRMP) on proactive organizational socialization among younger employees. We adopted a sample of 440 respondents and used multilevel analyses to test the data. The results showed that inclusive HRMP had a positive influence on younger employees' sense of psychological safety, perception of an inclusive climate, and proactive organizational socialization. In addition, inclusive HRMP influenced proactive organizational socialization via both perception of an inclusive climate and sense of psychological safety. Further, protean career orientation had a moderating effect on these two mediating processes. Implications of the findings are discussed.

This study examines the transition from the Blue Economy to a Sustainable Blue Economy by analyzing its alignment with the United Nations Sustainable Development Goals (SDGs) and reviewing key governance and conceptual frameworks that define this shift. A systematic literature review was conducted following PRISMA 2020 guidelines, analyzing peer-reviewed articles published between 2013 and 2024 from the Scopus and Web of Science databases. The analysis highlights the evolution of the Blue Economy toward sustainability, with emphasis on ecosystem-based management, inclusive governance and responsible resource extraction. While SDGs such as Life below Water (SDG 14) and Partnerships for the Goals (SDG 17) dominate academic discourse, critical social dimensions -particularly Poverty Alleviation (SDG 1), Hunger Reduction (SDG 2) and Gender Equality (SDG 5)- receive comparatively limited attention. This study contributes to Blue Economy research by integrating sustainability transition theories with governance and policy frameworks. It underscores the importance of interdisciplinary approaches that balance economic growth with marine ecosystem conservation. The review also identifies a persistent gap in the literature regarding social inclusion, calling for stronger governance structures, cross-sectoral collaboration and sustainability-driven innovation in marine industries. Addressing fair labor practices and gender equality is essential to ensuring that the transition to a Sustainable Blue Economy is both inclusive and equitable. In addition, the integration of sustainability principles into organizational practices -through green and strategic human resource management- can foster equity, representation and long-term institutional transformation within the SBE framework.

Africa is endowed with vast natural resources. It is equally labelled a cursed continent due to a plethora of conflicts emanating from the use and sharing of gains from these natural resources. For the past decades, accountability has been thought of as an anecdote to natural resources conflicts. However, these challenges have persisted across the Sub-Saharan African region. Using Ghana and South African communities, the study revisits the relationship between accountability of natural resources and community development with the aim to strengthen accountability processes in Africa. The paper revealed that accountability in natural resources management should extend beyond reports and opinions of the technocrats, bureaucrats, experts and political elites. We argue that accountability should be participatory, inclusive, and embody elements of trust and social justices. It therefore proposes the adoption of negotiated accountability, to strengthen the governance of natural resources in Africa. Negotiated accountability should holistically address four main accountability elements: the normative, relational, decisional and behavioural element.